Altering Teachers Perceptions of Emergent Bilinguals Learning through Action Research

This mixed methods case study explored two second grade classroom teacher’s transformative informal assessment practices through participating in an action research project. This study leads to an opportunity to provide a better understanding of how to implement and apply cutting-edge principles of learning and development to collaboratively design curricular activities based on students' funds of knowledge, zone of proximal development (ZPD), and a collectively understood community problem. The findings of this study provide a strong argument for more professional development for teachers and resources for their Emergent Bilinguals, in addition to alterations in the way in which we understand and view student learning in the classroom.